Navigate Up
Sign In

 Enhancing Higher Education Conference


The University’s Annual HE Pedagogic Research Conference will be held on Friday 2 February 2018 and you are warmly invited to reserve this date in your diary. We are particularly pleased that Dr Kathleen Quinlan, Reader in Higher Education and Director of the Centre for the study of Higher Education, University of Kent, has kindly agreed to give the Introductory talk this year. The programme of Parallel sessions and abstracts are shown below.

9.15 am – 10.10 am          Welcome and Introductory talk

Room C218, Levels 1&2, Checkland Building Falmer 
From pedagogic innovation to publication: resituating your pedagogic research - Dr Kathleen M. Quinlan, PhD PFHEA
This talk will explore the most common difficulties faced in translating classroom research on practical problems of teaching and learning into peer reviewed published outputs.  Using examples, Dr Quinlan will show how to use pedagogic literature and theories of learning, teaching, motivation or curriculum to frame local problems and questions to appeal to a wider audience.
Dr Quinlan is Reader in Higher Education and Director of the Centre for the Study of Higher Education at the University of Kent.  She holds a PhD in Education from the Stanford School of Education and has researched teaching and learning in higher education for more than 20 years. She has led educational development programmes at The Australian National University, Cornell University’s College of Veterinary Medicine, and the University of Oxford and served as Educator-in- Residence (August 2014) at the National University of Singapore.  She has published more than 30 peer reviewed journal articles and seven book chapters, as well as edited books and special issues of journals.  She does applied research; most has been tied to action research projects that sought to address real world challenges of practice.

10.15 am – 10.55 am       Parallel sessions 1

Room A500, Level 5, Checkland Building 
Does research-led teaching exist at all? Exploring the relationships between research and teaching in higher education - Dr Trevor Welland, Brighton and Sussex Medical School
The recent literature on the relationships between teaching and research in international higher educational contexts suggests that this relationship ‘matters’ (e.g. Brew and Boud, 1995; Hattie and Marsh, 1996; Jenkins et al. 2003, 2007; Brew, 2006). Some of this literature has drawn upon and analysed the ‘real-world voices’, experiences and perspectives of, for example, senior research-active academics (Brew, 2001) as well as those of students (Zamorski, 2002). A range of models or approaches to exploring these relationships have been proposed ranging from those now identified as ‘traditional’ to ‘new’ models (Brew, 2006).
This session is based on a thematic, documentary analysis of the professional journals/diaries of 70 probationary academic staff who were participants on a Postgraduate Certificate in Academic Practice programme at one university in south-east of England 2007 – 2009.  It will explore the ways in which these new academic staff give accounts of, conceptualize and ‘make sense of’ the relationships between teaching and research for themselves and their students and the significance of these relationships in the construction and performance of their own academic and professional identities. In doing so, this paper will also empirically interrogate the value of existing models or approaches to conceptualizing the so-called ‘teaching/research nexus’.
The research is theoretically informed by an interactionist / social constructionist perspective and is located within the literatures on linking research and teaching in higher education and the professional preparation of academics as well as the sociological literature on occupational socialization.
The session is relevant to all those with an interest in the relationship between research and teaching in HE.
Background references:
Boyer, B. (1990) Scholarship reconsidered: priorities for the professoriate. Princeton: University of Princeton
Brew, A.; Boud, D. (1995) Teaching and research: establishing the vital link with learning. Higher Education 29, 261 – 173.
Clark, B. (1993) The Research Foundations of Post –Graduate Education”, Higher Education Quarterly, 47 (4), 301 – 314.
Hattie, J.; Marsh, H.W. (1996) The relationship between research and teaching : a meta-analysis. Review of Educational Research 66 (4), 507 - 542
HEFCE (2000) Fundamental review of research policy and funding. London: HEFCE
Jenkins et al (2003) Re-shaping higher education: linking teaching and research. London: SEDA/Routledgefalmer
Jenkins et al (2007) Linking teaching and research in disciplines and departments. York: HEA
Zamorski, B. (2002) research-led teaching and learning in Higher Education: a case. Teaching in Higher Education, 7 (4), pp

Room A501, Level 5, Checkland Building 
Changing Mindsets: Staff and students’ perceptions and experiences - Jennie Jones, Jenny Terry and Catherine McConnell, Centre for Learning and Teaching
Changing Mindsets, an intervention developed by the University of Portsmouth (UoP), encourages a growth mindset - the belief that ability develops through effort and embracing challenge. Funded by HEFCE, the Changing Mindsets Project (2017-2018) comprises workshops for staff and students underpinned by research at 5 universities: UoP (lead institution), Arts London (UAL), Canterbury Christ Church, Brighton (UoB) and Winchester. As part of the mixed-methods evaluation we are conducting a peripheral qualitative study at UoB adopting narrative methods. We aim to identify how the Changing Mindsets workshops influence participants’ perceptions of:
·         mindset, stereotype threat and implicit bias
·         pedagogy
·         student engagement, identity development, belonging and success
Changing Mindsets workshops at UoB (2017/18) have been embedded into existing PASS (Peer Assisted Study) training for students and existing staff development courses. The workshops explore strategies to develop a growth mindset, inclusive behaviours, high expectations and enabling language for learners.  Significant attainment gaps exist between undergraduate groups across UK universities when comparing: gender, ethnicity and socio-economic background (Cotton, 2016; Richardson, 2015; Stevenson 2012). Steele (1997) and Aronson et al. (2002) suggest that developing a growth mindset motivates students, influences staff practices and helps to close attainment gaps.
We have adopted a narrative inquiry approach (King and Horrocks, 2010), where participants (students, staff, mentors) share their stories through focus groups and in-depth interviews.  We will present interim findings during this session.  Group discussion will provide an opportunity to reflect on narrative inquiry as a pedagogic research approach in higher education which may be adopted in other studies.
Background references:
Joshua Aronson, Carrie B. Fried and Catherine Good (2002). “Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence”, Journal of Experimental Social Psychology, 38:  113–125
Cotton, D.R.E, Joyner, M., George, R. and P.A. Cotton (2016). “Understanding the gender and ethnicity attainment gap in UK higher education”, Innovations in Education and Teaching International, 53(5), 475-486
Education Endowment Foundation (2015). Changing Mindsets: Evaluation Report and Executive Summary, June 2012
N. and Horrocks, C. (2010). Interviews in Qualitative Research, Sage Publications, London

Room B503, Level 5, Checkland Building 
CAPSULE: The impact of a high-quality case-based quiz app for professional learning - Tim Vincent, Brighton and Sussex Medical School
Case-based learning is a commonly used methodology for learning to apply knowledge to real-life situations. Quiz-based learning is also a popular methodology for self-testing and there are several commercial products offering comprehensive resources for undergraduate medical students (Howlett 2009).
This session is based on research that examined the value of a new bespoke mobile app and website, called CAPSULE that combines case-based and quiz-based methodologies into one high-quality learning resource for undergraduate medicine students. Content was drawn from a quiz bank on Studentcentral that had been developed over 10 years by clinical academics but exported due to limitations of the platform. Data were gathered through a survey of the current cohort of 125 students enrolled on the undergraduate medical degree at Brighton and Sussex Medical School (BSMS).
Almost all of the students found our case-based e-learning module to be a useful new platform for learning, rating it highly in the quality of clinical teaching, exam revision and preparation for their future career. Over 90% preferred our module over the other commercially available exam revision resources. The three main criteria of a good e-learning tool were: appropriate level of difficulty; a broad range of topics; and the availability of high-quality feedback.
This session will include a demonstration of the app and an overview of the development process, which may be of interest to anyone considering creating similar digital learning resources.

Room B502, Level 5, Checkland Building 
Navigating learning during the first year at university for direct entry students - Gillian Teideman, School of Sport and Service Management
The purpose of this research was to explore and gain insight into year 1 undergraduate Physical Education student experiences of learning and develop understanding of the means by which students are supported in the transition to university. It explores the perceived cognitive, affective and social demands on learning; and the challenges and barriers faced by students in becoming academic learners in Higher Education.
A qualitative phenomenological approach was adopted. Interpretative phenomenological Analysis (IPA) provided a methodological framework and analytical approach that enabled an exploration of the individual [and shared] lived experience of the six research participants. The research is idiographic starting with a detailed exploration of individual experience and perspectives, followed by an interpretative analysis that preserves the participant voice. Semi-structured interviews were conducted at three key points during the first year of study and transcripts were analysed using an iterative, hermeneutic approach. A process of abstraction identified four recurrent master themes that capture the student experience of learning. It is by presenting a holistic understanding of the role that ‘Self’, ‘Becoming’, ‘Belonging’ and ‘Motivation’ play in defining student experiences of learning that this research makes its contribution to knowledge.
The findings of this research show that student experiences of learning are individually unique and illustrates the importance of re-evaluating transition. Participants were self-aware but held compound self-concepts that are emotionally and socially defined. Situated and meaningful interaction is critical in fostering resilience and a sense of control over learning and tensions between the relational and connected nature of experience are brought into view. Participants encountered disconnection between certain pedagogies and learning, self-determination and the regulation of study.
The conclusion identifies a series of developmental themes that can inform understanding and contribute to further research where the agenda for change seeks to respond to student needs through improvements in teaching and learning; student-centred pedagogy, connectedness, emotional coping, inclusion or exclusion, and mastery oriented learning.
Background references:
Christie, H. (2009) ‘Emotional journeys: young people and transitions to university’, British Journal of Sociology of Education, 30 (2), pp.123-136.
Haggis, T. (2007) ‘Meaning, identity and ‘motivation’: expanding what matters in understanding learning in higher education?’, Studies in Higher Education, 20 (3), pp.335-352.
Reay, D., Crozier, G., and Clayton, J. (2010) ‘’Fitting in’ or ‘standing out’: working-class students in UK higher education’, British Educational Research Journal, 36 (1), pp.107-124.
Smith, J. (2004) ‘Reflecting on the development of interpretative phenomenological analysis and its contribution to qualitative research in psychology’, Qualitative Research in Psychology, 1, pp. 39-54.

11.15 am – 11.40 am       Parallel sessions 2

Room B502, Level 5, Checkland Building  
Understanding of university tutor expectation in terms of ideal (model) answers for SAQ and LAQ questions, and its matching to student expectations - Dr Dipak Sarker, School of Pharmacy and Biomolecular Sciences
Students entering HE are frequently observed to adopt the secondary education approach of learning for examination, which involves superficial learning (Kolb, 1984) rather than the more pertinent method of deep (retentive) understanding and cognition. University lecturers, markers and administrators currently struggle to change this behaviour. This is a particular concern where a course leads to professional exams e.g. medicine, law, engineering and accountancy because assessors need to see clear evidence that students have and can apply subject expertise, and are able to solve problems.
This session is based on research that examined how the expectations of HE students can be managed and a ‘skill-set’ approach to learning and assessment can be developed. Student and staff attitudes were assessed by “40-element” questionnaires and a mixture of open, closed, Likert-scale, personal, graded, open-selection and semi-quantitative questions (Miller, 1990).
The findings illustrate the need for different approaches to priming students for workplace-related assessment by getting students to think in terms of generic examiner “needs” and “wants”, rather than theme specifics (learnable templates) to obtain higher marks as a way of demonstrating proper, fuller subject understanding (Sternberg and Grigorenko, 2007). These will soon form the basis of a PaBS assessment strategy to comply with the demands of professional, statutory and regulatory bodies.
The session will be of interest to all whose work involves the assessment of students.
Background references
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
Miller GE. (1990). The assessment of clinical skills / competence/ performance. Acad. Med., 65:s63-s67.
Sternberg, R. J. and Grigorenko, E. L. (2007). Teaching for successful intelligence. Thousand Oaks, CA: Sage Publications.

Room A501, Level 5. Checkland Building
A bunch of dissatisfied youth… and other ‘alternative facts’ about our students - Lisa Hardie and Penny Jones, Strategic Project and Planning Office
Are students with high entry qualifications less likely to recommend the University as a place to study?
Are overseas students less satisfied with assessment and feedback? Do Clearing applicants have lower entry qualifications?
Are students with disabilities more likely to study part-time?
Are BME students less likely to get a 1st or 2:1?
Are male graduates more likely to gain full-time employment after graduation?
Research carried out by the University’s Strategic Planning analysis team suggests that some of these and other commonly-held assumptions about our students are not reflected in reality.
Using data visualisation to showcase some of the analysis carried out by SPPO, this fun and interactive session aims to debunk some of these myths, and in doing so hopes to paint a truer picture of our students and their journey from application through to graduation and beyond.

Room B503, Level 5, Checkland Building 
Easing transitions to higher education - Fiona Ponikwer, School of Pharmacy and Biomolecular Sciences
Whilst some research has been carried out on transitions at HE level, these address specific areas such as foundation degrees (Greenbank 2007); direct entry (Morgan 2015) and, occasionally, at taught postgraduate level (Heussi 2012).  This study aims to examine the transition of students into the School of Pharmacy & Biomolecular Sciences (PABS) at all these levels to see how it affects their engagement, experience and, possibly, achievement.  Lecturers presume students arrive with skills such as academic writing, referencing, IT, etc, but this is often not the case even at Year 3 or postgraduate level (Greenbank 2007, Heussi 2012).  With students coming from increasingly diverse academic backgrounds there are implications in both how we teach and expect them to learn.  The gap between expected and actual competence levels can lead to feelings of isolation or high levels of stress as they transition into university education (Schlossberg 2011). 
The study feeds into the University’s Realising Potential strategy strand, “meeting the needs of learners with diverse entry qualifications [… and supporting] our students to progress and succeed” (Brighton 2016) by identifying areas where they need more academic support and, using transition models, suggest options to improve their experience, such as adding targeted drop in sessions.  All foundation year, direct entry and taught postgraduates were invited to participate in the study, completing a survey with closed and open-ended questions during their first few days at the university (n=156) and a repeat one in early December. Questions included asking how they feel at that point about studying at university, as well as self-assessing their skills at both points in areas such as writing lab reports, essays, and research information.  Descriptive statistical and thematic analysis was applied to the data, and will be followed by focus groups early in 2018 to examine some of the open-ended questions regarding their expectations of university and how we can further improve their experience and ensure credibility of findings. (Yardley 2000). 
Preliminary findings suggest that students of all ages and levels of education have the same concerns about adapting to university education, and expect high levels of support.  Comments vary from “apprehensive” to “terrified, thrown into the deep end, scared, stressed: will need one to one”.  Areas of student concern such as knowing the right people to contact for various issues, or where to access general academic support have been promptly addressed, allowing individuals to develop skills as well as reducing their stress levels.  While the research focuses on the School of Pharmacy and Biomolecular, the results of this study are likely to be of wider interest to those involved with foundation year, direct entry and post-graduate students, irrespective of subject or discipline of study.
Background references:
Brighton, U. o. (2016). "University Strategy."   Retrieved 15 November 2017, from
Greenbank, P. (2007). "From foundation to honours degree: the student experience." Education + Training 49(2): 91-102.
Heussi, A. (2012). "Postgraduate student perceptions of the transition into postgraduate study." Student Engagement and Experience Journal 1(3).
Morgan, J. (2015). "Foundation degree to honours degree: the transition experiences of students on an early years programme." Journal of Further and Higher Education 39(1): 108-126.
Schlossberg, N. K. (2011). "the challenge of change: the transition model and its applications." Journal of Employment Counseling 48(4): 159-162.
Yardley, L. (2000). "Dilemmas in qualitative health research." Psychology & Health 15(2): 215-228.

Room A500, Level 5, Checkland Building
Feedback: The NSS and fixing it - Jane Woods, Brighton Business School  
‘I know you think I understand what you thought you said, but I'm not sure you realize what I heard is not what you meant’
The annual National Student Survey (NSS) indicates that one of the areas students are least satisfied with is assessment and feedback. In particular Q7 which asks them to agree with the statement “Feedback on my work has helped me to clarify things I did not understand” receives the lowest percentage positive response: 68% from full-time students in both 2015 and 2016. This is problematic for tutors. We can ensure feedback is timely and that clear assessment criteria are given in advance, but how do we know students properly understand the feedback they are given?
There are helpful guides to assist tutors with feedback. Most of us are time poor however and it can be a struggle to make sure the feedback is timely as well as comprehensible. Comments received from students at the end of the module (or later still when the NSS is published) indicating that the feedback was not useful may meet the reaction ‘Why didn’t they let me know earlier’?
At Brighton a small research project conducted during 2016-17 attempted to address some of these issues. After returning assignments with comments and marks on Turnitin students were all individually invited to respond to their marks and more importantly the feedback they received. This session provides an opportunity to discuss the findings and consider their relevance to other courses. It will be relevant to all who have an interest in making feedback on assessment more effective.

11.40 am – 12.00 pm          Refreshment break and poster presentations

Room E513, Level 5, Checkland Building 
Stripping off for anatomy: Student attitudes on the use of ultrasound in pre-clinical medical education - Abigail Sharpe, Brighton and Sussex Medical School

Room E513, Level 5, Checkland Building 
School of Education Assignment Support Team - Melanie Gill, School of Education

12.00 pm – 12.40 pm          Parallel sessions 3         

Room B503, Level 5, Checkland Building
Partnership working with service users and the public for clinical commissioning: a research study to inform practitioner curriculum content – Debbie Hatfield, Brighton and Sussex Medical School
This session will consider how empirical investigation of partnerships between healthcare workers, service users and the public can inform curricula for healthcare leadership and clinical commissioning.  It will be of interest to all those whose work involves partnerships between service providers, commissioners, service users and the public.
Clinical Commissioning Groups (CCGs) in the English NHS are legally required to engage and involve service users (patients and carers) and the public.  In addition, new NHS Sustainability and Transformation Partnerships (STPs) are a strategic initiative to rebuild the health and care system around the needs of patients and communities, to break down organisational and hierarchical structures and build networks across the local health economy. STPs have been heavily criticised for lack of involvement of patients and the public and there is limited empirical research.  
In this context, the research sought to understand  how commissioners, the public and service users can engage as trusted peers in making significant decisions which shape local health and social care services.  Greater understanding of socio-material perspectives on pedagogies of partnership could enhance curriculum design for public engagement and clinical leadership for postgraduate health professionals. 
A focussed ethnography was used to examine the practice of service user engagement for commissioning and leading health and social care services with clinicians for strategic clinical commissioning in two CCG case study sites.  A practice theory lens was used to offer new insights with regard to the socio-material aspects of the visible and hidden practices shaping engagement and involvement in partnership work. 
Thematic analysis revealed practices relating to role and status in the CCG, clinical leadership, representation, nature of partnership and what success as a trusted peer looks like. These practices evolved within the CCG communities as they pursued the shared repertoire of working in partnership for clinical commissioning.
Background references
O’Shea A, M Chambers and A Boaz.  (2017) Whose voices? Patient and public involvement in clinical commissioning.  Health Expectations.  3 (3): 484-494
Ocloo J and R Matthews.  (2016) From tokenism to empowerment: progressing patient and public involvement in healthcare improvement. BMJ Quality & Safety.  25 (8): 626-632.
Vize R. (2017) Swimming together or sinking alone. Health, care and the art of system leadership. London: Institute of Healthcare Management.

Room A500, Level 5, Checkland Building
Can fidgeting be used to measure student engagement in online learning tasks? – Dr Harry Witchel, Brighton and Sussex Medical School  
Fidgeting may be a way to monitor second-by-second student engagement, which would be especially useful for gauging and improving the effectiveness of online learning. This session is based on research that found less fidgeting during a formative online reading comprehension test indicated students were more engaged
Online formative assessments are effective facilitators of engagement, especially with intelligent tutoring systems.  This research used two computerized, three-minute reading-comprehension tests, identical in all aspects except that one reading was boring and the other was interesting. These were presented to 27 healthy adult volunteers while alone in a classroom; the stimuli were combined with an interrupting clicking task that forces screen engagement.  The participants’ postural movements were measured using video-tracking, and these were compared to subjective ratings for ten visual analogue scales in a repeated measures design. 
The interesting reading elicited less fidgeting shoulder movement than the boring reading. There was also a correlation between the ratings for wanting "the experience to end earlier" and the extent of shoulder movement. The research also indicated that the context of formative online reading tests, the type of boredom elicited is restless rather than lethargic. 
Background references
D'Mello, S., Dale, R., & Graesser, A. (2012). Disequilibrium in the mind, disharmony in the body. Cognition & emotion, 26(2), 362-374.
Witchel HJ, Westling C, Tee J, Healy A, Needham R, Chockalingam N (2014).  What does not happen: quantifying embodied engagement using NIMI and self-adaptors. Participations Journal of Audience and Reception Studies. 11(1): Article 18.

Room A501, Level 5, Checkland Building 
Building ladders of opportunity: work based learning in degree apprenticeships - Della Madgwick, Viki Faulkner and Angela Maguire, School of Environment and Technology
The University have been awarded a grant of £120,000 to Build Ladders of Opportunity by delivering degree apprenticeships in construction and building. A key requirement for apprenticeship degrees is partnership with employers and other stakeholders. This should provide great opportunities for research led learning and innovation however these opportunities also call for work based learning and appropriate assessment - a new demand for this subject area. This has led to research into what can be considered appropriate for the course development, the needs of the workplace and for the employers themselves, understanding however that academic quality must not be compromised.
Previous research on work-based learning (Bould and Solomon 2003) considers six characteristics of work based learning programmes: partnerships, the learner as an employee, the needs of the workplace, the starting point for the learner, the learning projects and the learning outcomes and University award.  Each of these characteristics has been recognised in the course development and consideration of each of them has been required to develop a course which is successful for all stakeholders. In addition, the concept of ‘learning ecosystems’ (Jackson 2016) and the need to consider the learning ecologies around the learner.  It is not just what happens in the classroom that is important, but the learning that they also do outside and carry into the classroom from life.
Interviews have been held with employers, existing students on degree programmes and the professional accrediting bodies to explore their requirements and considerations for the new apprenticeship degrees.  An analysis of their responses demonstrates the challenges and opportunities faced in design and delivery work based learning within the courses.  Key issues include balancing the expectations of all partners (government, academics, employers, students) with particular emphasis on work based learning assessment and also the economics of employment whilst training.
Information will be presented around how work based learning assessment on the apprenticeship degree is developing and the key stages that have been reached.  The presentation will be reflective of ‘work in progress’ as delivery of the course is due to commence in September 2018. Attendees to the session will be asked to contribute ideas of how academic learning outcomes can be measured in the workplace without jeopardising the employees’ economic contribution to the workplace. With the new demand for apprenticeship degrees particularly in STEM subjects there is likely to be an increasing demand for delivery of apprenticeships within Higher Education. This study will inform others who are tasked with delivery of these programmes and ensure that from the outset they are aware of the differing partners’ perspectives and of the challenges in developing new assessments for work based learning.
Background references
Boud,D; Solomon,N (2003). Work based Learning. A New Higher Education?. Oxford: SRHE and Open University Press. p4-10.
Burnett, Keith; Thrift,Nigel. (2015). The future of Higher Vocational Education; Advanced Apprenticeships; Uniting Universities and Industry in manufacturing the UK's economic future.
Jackson,N (2016). Exploring Learning ecologies. London: Chalk Mountain.
Lucas, Bill and Spencer, Ellen (2015) Remaking Apprenticeships: powerful learning for work and life.  City & Guilds.

12.45 pm – 1.25 pm          Parallel sessions 4         

Room A501, Level 5, Checkland Building 
Figuring out and thinking through diagrams: Art and Design student and staff uses of diagrammatic forms to explore and explain ideas - Paul Grivell and Claire Scanlon Northbrook Metropolitan College
This session is based on a continuing action-research project that explores the uses of diagramming in Art & Design pedagogy. It also provides a ‘workshop’ opportunity for participants to develop approaches to diagramming in their own research and teaching practices. It will be of interest to all those who are curious about using diagramming to explore and explain ideas.
Historically the diagram has often enabled the effective conceptualisation and communication of new and complex ideas in a readily comprehensible form that combines key words with visual metaphors: consider Darwin’s 1837 ‘tree of life’ note-book sketch (, or Crick’s 1953 sketch of the DNA double helix (
In Art & Design education key processes and concepts are often developed and communicated in the form of diagrams. These may be in the domains of art history, art theory, subject pedagogy, professional development, creative processes or a host of other related fields (a Venn diagram awaits…).
The project employs an Action Research approach, testing ideas and approaches with
students and staff across a range of HE Art, Design and Media programmes at Northbrook MET (including BA Fine Art, BA Communication Design and PGCE A&D). The aim is to explore ways in which participants use diagrammatic forms to explain and explore ideas, to both themselves and others – creating diagrams of and for thought.
The project uses drawing and diagramming as the key means to enable the integration of participants’ creative practice and visual research. In this process we are testing our thesis that these practices offer invaluable means to question, think through, evaluate and develop their understandings of key concepts and processes in order to ‘figure out’ ideas in the teaching and learning context.
The session will include a ‘workshop’ element that will enable participants to consider how they could use diagramming to explore and explain their research and teaching practices. This ‘workshop’ element will explore approaches to the use of diagramming in a paired, simulated tutorial scenario. In this process participants will become research participants and subjects, with work generated contributing to the research process.
Please note: If you take part in the ‘workshop element ‘of this session you may be asked if you will formally consent to Paul and Claire using any diagrams you produce as part of their research project.
Background reference
Gansterer, N. (2011) Drawing a Hypothesis: Figures of Thought, Springer Wein, New York

Room A500, Level 5, Checkland Building
How credibility of online information is affected by style when content is held constant - Georgina A. Thompson, Carina E.I. Westling, Matthieu Raggett, Alessia Nicotra, Bruno Maag, Hugo D. Critchley, and Harry J. Witchel, Brighton and Sussex Medical School
Student reception of online educational materials, and consequent learning, can be affected by how those materials are presented graphically.  Contemporary teaching styles include a wealth of graphical approaches to engage students, including clip-art, colour combinations for dyslexia, and student online forums (where misspelling and shouting text appear).  How information credibility is affected by this is poorly defined.  Although it is cliché to state that presentation can affect student learning, there are few research methods to put specific numbers onto this issue.
Most tests of presentational effects are open about what they are testing for, whereas we left participants blind to this aspect of the study, to isolate the effects of presentation from the effects of content.  We presented a set of nine paragraphs about multiple sclerosis to 39 online healthy participants; to rate credibility, participants used an unnumbered slider from left (completely untrustworthy) to right (completely trustworthy), which were coded during analysis from 0-100.  The paragraphs were collated /written in a range of intellectual styles from authoritative to credulous.  These were framed as being similar to an unmoderated online health forum.  Each of the paragraphs was randomised to one of three formats. At no point in the recruitment and instructions were participants told that presentation was the key issue being investigated. 
This methodology was shown to be robust.  It could be extended to test for the changes in credibility resulting from content changes, text colour changes, or the addition of certain images to the paragraphs.
Background references:
Shaikh, D., & Fox, D. (2008). Does the typeface of a resume impact our perception of the applicant.  Usability news, 10(1), 5.
Koch, B. E. (2012). Emotion in typographic design: an empirical examination. Visible Language, 46(3), 206.

Room B503, Level 5, Checkland Building
Old dogs new tricks: a reflective practice model for experienced practitioners - Nancy Carter, School of Humanities
This session is based on a teacher-led and initiated study that examines the process of reflection with experienced practitioners. It will be of interest to all who teach or work on courses that are designed to support the development of professional practice.
As a teacher-educator on the Diploma in TESOL, I use video reflection with teachers continuously. From this positive experience with my students and noticing a gap in the literature regarding experienced teachers and reflection, I decided to initiate a project with my colleagues to avoid complacency and plateauing, encourage continuous development and maintain teaching standards. To do this we have begun a process of reflecting on video excerpts of our teaching. This feeds in to the current emphasis on effective teaching as required by the HEA and TEF.
We have employed a system of stimulated recall (videoing a lesson, choosing an excerpt to discuss and watching it together with a critical friend/ observer in order to reflect and uncover action points for further development). This is a qualitative study using the data collected from the videos and the post lesson conversations to record discussions of relevant aspects of the findings on our UoB edublog.
The project has so far achieved a number of goals: enabling and maintaining regular reflection on our own practice; ensuring that our PRSB regulations are adhered to; collecting a bank of video footage to augment our teacher education courses and creating a blog that can potentially be used as an example to the teachers on our courses.
This presentation aims to report on the work-in-progress, detailing the challenges of implementing and maintaining the process and emphasising the benefits for other teams who may wish to instigate a similar system.
Background references:
Farrell, T. 2001. Critical friendships: helping colleagues to develop. ELTJ. 55 (4) 368- 374, Available at: Accessed on 15/11/17
Farrell, T. 2013. Reflective practice in ESL teacher development groups: from practices to principles. Basingstoke: Palgrave Macmillan
Walsh, S. & Mann, S. 2015. Doing reflective practice: a data-led way forward, ELT Journal, 69 (4) 351–362, Available at:  Accessed on: 15/11/17
Ward, R. & McCotter, S. 2004. Reflection as a visible outcome for preservice teachers. Teaching and Teacher Education. 20 (3) 243-257, Available at: Accessed on: 15/11/17

Room B502, Level 5, Checkland Building
Using Interprofessional Learning to develop professional understandings: the example of Occupational Therapists and Physiotherapists - Hazel Horobin and Sue Wheatley, School of Health Studies
Aguilar et al. (2014) suggest that students do not understand professional differences and interprofessional or joint learning is helpful to elucidate these (Kowitlawakul et al. 2014) as well as confirm their own values (Hallin et al. 2009). Occupational Therapists and Physiotherapists frequently work collaboratively together in clinical practice in order to provide holistic care for clients. Since autumn 2015 a first year physiotherapy and occupational therapy session was developed to enhance interviewing skills within the student practitioners. This also offered an opportunity to work collaboratively across professional teaching teams with the School of Health Sciences, and strengthen professional relationships. These sessions have been evaluated to explore their impact.
Client interviewing was chosen because it is a practice common to both professions and whilst it might appear similar, the concepts underpinning and the style of approach can be very different. It is also fundamental to the relatively autonomous working expected in Allied Health Professionals. By developing the skills needed to undertake subjective assessment as well as appreciating the value and meaning of assessment details for the different professions, it was hoped that integrated and respectful collaborative working would be enhanced between the professional groups.
In the course of the learning event, participants witness different professional interviewing approaches in small groups, based on a case study. Observations are collected and shared online using an e-feedback tool (BOS). Student responses were used to facilitate wider interprofessional discussion. The learning event was also evaluated using an online tool and students discussed impact.
Mostly positive evaluation of the session was gained using an on-line survey. Students were also asked how they rated the session in face to face classroom discussions with the tutors involved, and here more critical feedback emerged. Both sets of feedback was used to develop the learning experience.
The session is relevant to all those who are interested in the opportunities in developing, exploring and evaluating professional roles within an academic learning environment.
Background references:
Aguilar, A., Stupans, I., Scutter, S. & King, S. 2014, "Exploring how Australian occupational therapists and physiotherapists understand each other's professional values: implications for interprofessional education and practice", Journal of Interprofessional Care, vol. 28, no. 1, pp. 15-22.
Hallin, K., Kiessling, A., Waldner, A. & Henriksson, P. 2009, "Active interprofessional education in a patient based setting increases perceived collaborative and professional competence", Medical teacher, vol. 31, no. 2, pp. 151-157.
Kowitlawakul, Y., Ignacio, J., Lahiri, M., Khoo, S.M., Zhou, W. & Soon, D. 2014, "Exploring new healthcare professionals' roles through interprofessional education", Journal of Interprofessional Care, vol. 28, no. 3, pp. 267-269

At the end of the conference there will be a buffet lunch served and further networking opportunities in Room E513, Level 5, Checkland Building



 Online booking form

​To access the online booking form please click here

 Find out more


 Previous Enhancing Higher Education Conferences

Page owner: Fiona Handley